Foundational (Montessori - Grade 2)

The importance of the Foundational Stage is driven by the deep and long-term implications of the first eight years of a child’s life. Research from across the world in multiple relevant disciplines shows that these years are the most critical for lifelong well-being and overall development of individuals—physical, cognitive and socio-emotional. Brain development happens fastest in these years. Neuroscience research tells us that over 85% of an individual’s brain development occurs by the age of 6. Thus, ‘Early Childhood Care and Education’ (ECCE), which refers to the care and education of children from birth to eight years, is of central importance to all societies. This recognition has grown steeply in the past two decades, spurring significant investments across countries. For India, the NEP is one of the most important mechanisms for delivering high quality, equitable ECCE to all our children. Children of ages 0-2 are mostly taken care of at home; institutional settings take over from age 3 so the Foundational Stage addresses ECCE for ages 3-8. This would include pre-schools, kindergartens, nursery, etc—all institutions that take care of children aged 3-6, and classes 1 and 2 across all schools.

First, an integrated curriculum framework for children from ages 3-8 will enable us to address all domains of development—physical, socio-emotional-ethical, cognitive and language as well as literacy, aesthetic and cultural aspects—more effectively. Developing foundational literacy and numeracy is critical for all future learning and the NCF-FS enables us to leverage all five years of the Foundational Stage to achieve this.

Second, the pedagogical approach recommended in the NCF-FS is play-based. It includes conversations, stories, songs and rhymes, music and movement, art and craft, indoor and outdoor games, field trips, being amid nature and playing with materials and toys.

Third, it emphasizes the need for teaching and learning to be situated in the context of the child. This includes use of the child’s home language and usage of content such as local and traditional stories, rhymes, songs, materials, and games. It is also about catering to different needs and levels of children, including children with special needs, for learning to be truly inclusive.

Fourth, assessment in the Foundational Stage is seen as an enabler for learning and development. It is imagined as an integral part of the everyday classroom process and largely based on systematic and careful observation of children and analysis of their work— such as craft, projects and simple worksheets.

The medium of instruction in English and the school follows CBSE curriculum and abides by the norms pertaining to admission and evaluation policies.

Preparatory (Grade 3 - Grade 5)

The Preparatory Stage under the National Education Policy will cover school education from class 3-5 with a focus on experimental learning. It will cover the age group of 8-11 years. The focus would shift to play, discovery and activity-based and interaction classroom learning.

Vision in Achieving

Creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution. A good education institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students. Attaining these qualities must be the goal of every educational institution and that’s what you experience in National Centre for Excellence. However, at the same time, there must also be seamless integration and coordination across all stages of education. While the NEP 2020 is urging for experiential learning process in the future, National Centre for Excellence does a lot to promote a hands-on learning approach within and outside their classrooms.

Among many others things, these include:

  • Conducting mock classroom trials and debates.
  • Creating out-of-class community service opportunities for students.
  • Using interactive learning apps to create an immersive and engaging environment, wherever they may be.
  • Role-playing activities that replicate famous real-life events to help students memorize different people.
  • Encouraging scientific experiments and open-minded questions to determine cause and effect.
  • Creativity, Collaboration and Innovation in teaching and learning.

The medium of instruction in English and the school follows CBSE curriculum and abides by the norms pertaining to admission and evaluation policies.

Middle (Grade 6 - Grade 8)

The Middle Stage comprises of three years of education. It builds on the pedagogical and curricular style of the Preparatory Stage. The introduction and discussion of abstract concepts is done in this stage. It helps in preparing students across various streams. Experiential learning is explored in relations with different subjects.

Vision in Achieving

  • To develop scientific temper
  • To take the education journey from capacity to capability
  • To equip children with 21st century skills
  • To create a Holistic and Multidisciplinary education
  • Introduce students to the more abstract concepts in subjects like mathematics, science, social science, arts and humanities.
  • Introduce Enquiry-based learning.
  • Introduce Interactive classrooms and flexible assessments.
  • Encourage bagless days once in a year as enrichment activities.
  • Provide periodic exposure to the students through activities outside school by visiting places/monuments of historical, cultural importance and by meeting local artists and craftsmen.
  • Implementing a discussion-based learning process.

Curriculum Framework

  • To create a sense of desire to learn on their own, take risks, to reflect on their own thinking and to trust their own instincts.
  • To identify students strengths and weakness and teach them the skills and strategies that best support their learning style.
  • To encourage students to be voracious readers, confident speakers and curious listeners. Build skills in public speaking and collaboration.
  • To acquire problem-solving skills, create a sense of curiosity, developing research skills, hands-on investigation and integrate it with other subjects.
  • To enhance students skill development, creativity, communication, acquire self-esteem, explore various cultures and begin to think critically, logically and empathetically.
  • To promote multilingualism and the power of language in teaching and learning.
  • To introduce life skills such as communication, cooperation, teamwork, and resilience.

The medium of instruction in English and the school follows CBSE curriculum and abides by the norms pertaining to admission and evaluation policies.

Secondary (Grade 9 - Grade 10)

The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects.

  • Multidisciplinary approach
  • Greater flexibility and student choice of subjects
  • Vocational Skills
  • No hard separation among ‘curricular’, ‘extracurricular’, or ‘co-curricular’, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams

Implementing Secondary Stage

The secondary curriculum is learner-centered with school being a place where students would be acquiring various skills; building self concept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, the curriculum in secondary encompasses major learning areas, from scholastic and co scholastic point of view.

Curriculum Framework

The Curriculum strives to:

  • Provide ample scope for physical, intellectual and social development of students.
  • Enlist general and specific teaching and assessment objectives.
  • Uphold Constitutional values.
  • Nurture Life-Skills by prescribing curricular and co-curricular activities.
  • Integrate innovations in pedagogy, knowledge and application.
  • Promote inclusive education.
  • Integrate environmental education in various disciplines.
  • Equally emphasize Co-scholastic areas of Art Education and Health and Physical Education.

Approaches to Secondary Stage

  • The learner centric approach
  • Experiential Learning
  • Discipline
  • Constitutional and universal values
  • Increased flexibility and choice of subjects to study
  • Concerted curricular and pedagogical initiatives
  • Multidisciplinary Approach
  • Meaningful and joyful learning experiences to go beyond textbooks
  • No child left out from participation in activities
  • Create conducive environment for development of competencies.

Note: At the end of std X, the students appear for All India Secondary School Examination, centralized public exam conducted by the CBSE. The CBSE affiliation number of our school is 830454.

The medium of instruction in English and the school follows CBSE curriculum and abides by the norms pertaining to admission and evaluation policies.